Community engagement in local history: a report on the Hemel at War project...

‘My grandfather slammed the door in Winston Churchill's face!' Using...

The Question: What matters most in history education: learning narratives,...

Thematic or sequential analysis in causal explanations? Investigating the kinds...

On the morning of Sunday 24 January 1932 convicts paraded in the exercise yards...

‘Everything flows and nothing stays': how students make sense of the...

Bismarck in the Bush: Year 12 write Zambia's history for Zambian students Peter...

This issue's problem: Claudia Jones is very uncomfortable with any kind of sustained story-telling. Claudia Jones is a quietly spoken and rather nervous...

Mummy why is Daddy planning to teach his sixth formers about the Simpsons, I...

Which women were executed for witchcraft? And which pupils cared? Low-attaining...

The gradual transformation of historical situations: understanding...

What was terrifying about the use of chemical warfare during the First World...

Exploring diversity at GCSE: making a First World War battlefields visit...

For students of my generation (born in 1954) the 1930s had a very clear...

"A is for Assessment"...Strategies for A-Level marking to motivate and enable...

The current National Curriculum for history requires pupils to ‘identify...

Owning their learning: using ‘Assessment for Learning' to help students...

Getting students to generate their own questions can seem like a formidable...